This study investigates the effect of teacher feedback on sixth-grade students' L1 writing performance and motivation through a quasi-experimental design with pretest and post-test control groups. The experimental group (n = 22) received systematic teacher feedback during writing activities, while the control group (n = 23) continued with standard writing practices without feedback. Data were collected through a personal information form, the Writing Motivation Scale, and students' written texts. Writing performance was evaluated using a Written Expression Analytical Rubric. Inferential statistical analyses, including paired samples and independent samples t-tests, were conducted via SPSS 26.0. The results revealed statistically significant improvements in both writing performance and motivation for the experimental group, whereas no significant change was observed in the control group. Effect size analysis (Cohen's d) indicated a moderate impact of teacher feedback on both variables. The findings highlight the effectiveness of teacher feedback in enhancing middle school students' writing performance and motivation and support the integration of structured feedback into writing instruction.
Fidan et al. (2025) studied this question.